ASD Flashcards
who introduced the disorder known as autistic disturbance of affective contact in 1943?
Dr.Leo Kanner (pg.226)
Autism is primarily a disorder of….
difficulty relating to the environment, themselves and other people (pg.226)
what are Kanner’s core shared features observed among children with this disorder?
- obsessive
- stereotypic behaviors
- echolalia
- purposeful relationship to objects
- desire for aloneness and sameness
- lack of affective interaction, awareness and contact with people
(pg. 226)
what is the genetic basis for physical disorder of autism
- abnormalities in the genetic code for the brain development results in cognitive and behavioral differences
(pg. 226)
what are the 3 symptom of ASD
- impaired development of reciprocal social interaction
- impaired development of speech and language for verbal and nonverbal communication
- abnormal behavioral patterns and interactions with objects
(pg. 226)
when is the onset of developmental delays and differences for ASD?
-12-24 months (pg.226)
ASD is present in approximately ___% of children i the united states between the ages of 3-17
1 (pg.226)
ASD
persistent deficits in social communication and social interaction across multiple context as manifested by the following…
- deficits in social-emotional reciprocity
- deficits in nonverbal communication used for social interaction
- deficits in developing, maintaining and understanding relationships
(pg. 227)
ASD
restricted, repetitive patterns of behaviors, interests, or activities as manifested by at least 2 of the following….
- stereotyped or repetitive motor movements
- inflexible adherence to routines or ritualized patterns
- highly restricted, fixed interests that are abnormal in intensity or focus
- hyper-or-hypoactivity to sensory input or unusual interest in sensory aspects of the environment
(pg. 227)
ASD
True/false: symptoms may be present in the early developmental period
False: symptoms MUST be present in the early developmental period (pg.227)
ASD
True/false: symptoms cause clinically significant impairment in social, occupations, or other important area of current functioning
true (pg.227)
ASD
a. severity level 1
b. severity level 2
c. severity level 3
- noticeable deficits in social communication without supports in place
- difficulty initiating and decreasing interest in social interactions
- attempts to make friends and engage with other are odd and unsuccessful
a. level 1 (pg.228)
ASD
a. severity level 1
b. severity level 2
c. severity level 3
- marked deficits in verbal and nonverbal social communication that are apparent even with supports in place
- reduced or abnormal responses to social overtures
b. severity level 2 (pg.228)
ASD
a. severity level 1
b. severity level 2
c. severity level 3
- sever deficits in verbal and nonverbal social communication
- very limited social interaction and response to social overtures
c. severity level 3 (pg.228)
ASD restricted, repetitive behaviors severity levels a. severity level 1 b. severity level 2 c. severity level 3
- inflexible behaviors cause significant interference with functioning
- difficulty switching between tasks
- problems with organization and planning that negative impact independence
a. severity level 1 (pg.228)
ASD restricted, repetitive behaviors severity levels a. severity level 1 b. severity level 2 c. severity level 3
- inflexible behavior and restricted repetitive behaviors are obvious to the casual observer and interfere with functioning in a variety of context
- distressed behavior is noted when changing focus or activity
b. severity level 2 (pg.228)
ASD restricted, repetitive behaviors severity levels a. severity level 1 b. severity level 2 c. severity level 3
- inflexible behavior creates extreme difficulty in coping with change
- restricted, repetitive behaviors markedly interfere with functioning
- significant distress in response to changing focus or activity
c. severity level 3 (pg. 229)
True/false: asperges’s disorder was perviously defined as an independent disorder, however now is classified as autism spectrum disorder
True (pg.229)
what are characteristics of asperges’s syndrome?
- normal to above intelligence, and language skills
- deficits in social domain, lack of reciprocity and empathy
- extreme interests and routines
- pedantic, unusual prosody
- limited development of executive function skills
- deficits in theory of mind
- well-developed vocabulary
(pg. 229)
True/false: there is no clearly substantiated cause for autism
true (pg.230)
ASD
a. chromosome 5
b. chromosome 7
c. chromosome 11
d. chromosome 15
e. chromosome 16
-genese involved in development of brain circuitry in early childhood
a. chromosome 5 (pg.230)
ASD
a. chromosome 5
b. chromosome 7
c. chromosome 11
d. chromosome 15
e. chromosome 16
-possible biological differences in male vs female autism, also involved in language development
b. Chromosome 7 (pg.230)
ASD
a. chromosome 5
b. chromosome 7
c. chromosome 11
d. chromosome 15
e. chromosome 16
- group of genes involved in communication between neurons during brain development
c. chromosome 11 (pg.230)
ASD
a. chromosome 5
b. chromosome 7
c. chromosome 11
d. chromosome 15
e. chromosome 16
-duplication on part of chromosome associated with intellectual impairment
d. chromosome 15 (pg.230)
ASD
a. chromosome 5
b. chromosome 7
c. chromosome 11
d. chromosome 15
e. chromosome 16
-small deletion associated with ASD, responsible for cell-to-cell signaling and interaction
e. chromosome 16 (pg.230)
what did neurochemical studies explore to be the roots of ASD
- oxidative stress (abnormal blood vessel function of the brain)
- brain inflammation (linked with changes in immune system responses)
- autoimmunity (increased food sensitivity)
- antibodies in maternal blood supply (antibodies interrupt later healthy brain development)
(pg. 230)
what are risk factors for ASD?
- if a father is 40 years or older, there is a 6 times greater risk of having a child with autism
- maternal use of antidepressants during pregnancy
(pg. 230)
what are the 3 diagnostic areas of behavioral symptoms in ASD
- reciprocal social interaction
- communication
- restricted, repetitive, stereotyped patterns of behavior
(pg. 231)
an inability to voluntarily program neurologic sequences for verbal production
childhood apraxia of speech (pg.231)
repetition of utterances spoken by others; can be immediate or delayed
echolalia (pg.231)
continuous repletion of a sound, word or phrase
verbal perseveration (pg. 231)
rhythmic, repetitive motor movements, such as hand-flapping, twirling or finger tapping
self-stimulatory behaviors (pg.231)
doing a motor activity over and over such as putting a puzzle together or climbing up and down a slide
motor perseveration (pg.231)
moving to the outer edge of a room or environment to avoid interaction
perimeter walking (pg.232)
True/false: difficult to determine cognitive impairments due to challenges in reliability and validity issues in assessing intelligence in ASD individuals
true (pg.232)
not liking to be touched, sensitive to clothing textures
tactile defensiveness (pg.232)
what are 2 other characteristics associated with ASD?
- cognitive or intellectual deficits
- sensory integration disorder or dysfunction
(pg. 232)
negative reaction to loud noises and noisy environments
auditory sensitivity or hyperacusis (pg.232)
food sensitivity contributes to restricted diet, based on intolerance to taste, smell, and texture of some food
picky eating patterns (pg.232)
- fascination with letters, numbers and words that begins at a very young age
- precocious decoding skills in the absence of comprehension
hyperlexia (pg.232)
low muscle tone contribute to flaccid limbs and poor posture
hypotonia (pg.232)
what 2 core features of ASD are within the scope of practice of SLPs?
- impairment in reciprocal social interaction
- verbal/nonverbal communication
(pg. 232)
what must be done to determine eligibility for SLP services?
- evaluate current intellectual and cognitive age and compare it to assessment results indicating language development age
- include both formal and informal procedures in evaluations
(pg. 233)
True/false: Informal observation of behavioral characteristics and abilities is optional
false: it is critical (pg.233 )
what is the medial age of diagnosis in the united states for ASD?
4 years old (pg.233)
what are the 5 warning behaviors for ASD evaluation
- does not babble or coo by 12 months
- does not gesture (point, wave, grasp) by 12 months
- does not say single words by 16 months
- does not say two-wed phrases on his/her own by 24 months
- has any loss of any language or social skills at any age
(pg. 234)
True/false: pediatricians do routinely screen for ASD as part of well-child check-ups
False: they do not do routine screens for ASD (pg.234)
ASD screenings
a. first year inventory
b. checklist for autism in toddlers
c. communication and symbolic behavior scales developmental profile
d. social communication questionnaire
- purpose is to ID children at risk for ASD
- explores 2 developmental dominos-social communication and sensory regulatory function
a. 1st year inventory (pg.234)
ASD screenings
a. first year inventory
b. checklist for autism in toddlers
c. communication and symbolic behavior scales developmental profile
d. social communication questionnaire
- used as a screening tool at an 18 month check up
- 14 item checklist (9 items for parents to fill-out and 5 items for the health care professionals to fill out )
b. checklist for autism in toddlers (pg.234 )
ASD screenings
a. first year inventory
b. checklist for autism in toddlers
c. communication and symbolic behavior scales developmental profile
d. social communication questionnaire
- ID communication and symbolic play deficits that are not specific to ASD, but are sensitive to the core behaviors
- red flags for ASD from screening procedures
c. communication and symbolic behavior scales developmental profile
(pg. 234)
ASD screenings
a. first year inventory
b. checklist for autism in toddlers
c. communication and symbolic behavior scales developmental profile
d. social communication questionnaire
- 40 item parent questionnaire to screen for autism
- intende for older children (4 years and older)
d. social communication questionnaire (pg.234)
ASD diagnostic procedures
a. autism diagnostic observation schedule
b. autism diagnostic interview-revised
c. childhood autism rating scales
d. gilliam autism rating scale
- the gold standard
- 4 modules to evaluate
1. communication
2. reciprocal social interactions
3. stereotypic behaviors and interests
4. play
a. autism diagnostic observation schedule (pg.235)
ASD diagnostic procedures
a. autism diagnostic observation schedule
b. autism diagnostic interview-revised
c. childhood autism rating scales
d. gilliam autism rating scale
- evaluates 3 domains
1. language
2. reciprocal comical interaction
3. restricted, repetitive behaviors - interview caregivers to probe for ASD behaviors
- assesses children through adults
b. autism diagnostic interview-revised (pg.235)
ASD diagnostic procedures
a. autism diagnostic observation schedule
b. autism diagnostic interview-revised
c. childhood autism rating scales
d. gilliam autism rating scale
- evaluates ages 2 years and older using an observation instrument
- determines the severity of ASD symptoms using a rating scale to evaluate presenting behaviors
c. childhood autism rating scales (pg.235)
ASD diagnostic procedures
a. autism diagnostic observation schedule
b. autism diagnostic interview-revised
c. childhood autism rating scales
d. gilliam autism rating scale
- checklist normed from ages 3-22 years
- categorized observed behavioral deficits into stereotyped behaviors, communication, and social interaction
- results in an autism quotient that designates the risk of ASD
d. gilliam autism rating scale (pg.235)
Intervention initiated by age ____ years significantly improves outcomes
3 (pg.235)
intervention should provide intensive intervention that promotes…
active engagement (pg.235)
True/false:In ASD intervention, train family members to implement teaching strategies to reinforce learning and minimize disruptive behaviors
true (pg.235)
what are the 6 instructional priorities for individuals with ASD specified by NRC
- functional, spontaneous communication
- social skills address in various environments
- peer interaction and play skills
- new skills generalized and maintained in natural contexts
- functional assessment and support to address problematic behaviors
- functional academic skills
(pg. 235)
True/false: avoid criterion referencing in interpretation of results in regards to ASD intervention goals
true (pg.235)
True/false: you should consider the strengths and weaknesses as well as adaptive and maladaptive behaviors when creating intervention goals
true (pg.236)
_______ language is the primary impairment in all types and severity levels of ASD
pragmatic (pg.236)
a. young children
b. school-age
c. adolescents and adults
____ require basic pragmatic skill instruction
a. young children (pg.236)
a. young children
b. school-age
c. adolescents and adults
___ require pragmatic skills consistent with peer interaction
b. school-age (pg.236)
a. young children
b. school-age
c. adolescents and adults
___ require more complex pragmatic skills involved in executive functions and nonverbal messages
c. adolescents and adults (pg.236)
a. young children
b. school-age
c. adolescents and adults
___ limit vocabulary to items of interest and words gained through functional experience
-goals should address conceptual terms necessary for academic learning
a. young children (pg.236)
a. young children
b. school-age
c. adolescents and adults
____ need to transition from literal to abstract and metalinguistic aspects of semantics such as multiple meanings, idiomatic expressions and figurative language
b. school-age (pg.236)
a. young children
b. school-age
c. adolescents and adults
____ lack comprehension of semantic nuances, such as inferred meaning, sarcasm, discourse/conversational rules, as well as vocabulary consistent with adult independent living expectation
c. adolescents and adults (pg.236)
a. young children
b. school-age
c. adolescents and adults
____ speak telegraphically and omit articles, verb conjunctions and small connective words
a. young-children (pg.236)
a. young children
b. school-age
___ struggle with pronouns preferring to use concrete reference and proper nouns and morphological markers, such as plurals, possessive, verbs conjugations and conjunctions
b. school-age children (pg.236)
True/false: phonology rules and articulation are impaired when childhood apraxia of speech of significant expressive speech delay are present in the child with ASD
true (pg.236)
goals should establish basic _____ words for immediate environmental impact such as no, stop, help, want, etc
power (pg.236)
what 4 domains are addressed in ASHA guidelines that specify major domains and sample goals for SLP intervention with ASD
- joint attention
- social reciprocity
- language and related cognitive skills
- behavior and emotional regulation
(pg. 236)
what are the 4 guidelines for goal prioritization in ASD populations
- establish a functional, meaningful, independent vehicle for communication
- continually evaluate receptive comprehension of language
- focus on increased appropriate social engagement and interaction
- adjust treatment goals to level of language competence and potential
(pg. 236)
___ and _____ are critical features for learning
joint attention and social engagement (pg.237)
classification system placed treatment methods in efficacy categories in regards to ASD
- established ( sufficient research)
- emerging (appears favorable but not consistent in research yet)
- unestablished (little or no evidence)
- ineffective/harmful ( evidence determines treatment as detrimental or ineffective)
(pg. 237)
intervention approaches to ASD
a. environmental arrangements and structure
b. picture schedules and visual supports
c. written scripts and social stories
d. video modeling
use preferred material, sabotage to promote interaction, space designed for visual clarity
a. environmental arrangements and structure (pg.238)
intervention approaches to ASD
a. environmental arrangements and structure
b. picture schedules and visual supports
c. written scripts and social stories
d. video modeling
picture sequences for activity, steps to complete, pictured choices, visual prompts
b. pictured schedules and visual supports (pg.238)
intervention approaches to ASD
a. environmental arrangements and structure
b. picture schedules and visual supports
c. written scripts and social stories
d. video modeling
cue cards, prompts for initiation, practice scripts until generalized, identification of relevant aspects of activity, thought bubbles
c. written scripts and social stories (pg.238)
intervention approaches to ASD
a. environmental arrangements and structure
b. picture schedules and visual supports
c. written scripts and social stories
d. video modeling
recorded highlight of critical features within situation, visual feedback and example of desired behavior, relate better to video/object
d. video modeling (pg.238)
intervention approaches to ASD
a. computerized instruction
b. previewing learning context and activity
c. strategies to promote generalization
d. strategies to promote self-generalization
teach focused communication aspects, nonsocial nature of computer beneficial
a. computerized instruction (pg.238)
intervention approaches to ASD
a. computerized instruction
b. previewing learning context and activity
c. strategies to promote generalization
d. strategies to promote self-generalization
prepare for coming events, decrease anxiety behaviors
b. previewing learning context and activity (pg.238)
intervention approaches to ASD
a. computerized instruction
b. previewing learning context and activity
c. strategies to promote generalization
d. strategies to promote self-generalization
transfer new skill to natural environment, use parents, caregivers, field trips
c. strategies to promote generalization (pg.238)
intervention approaches to ASD
a. computerized instruction
b. previewing learning context and activity
c. strategies to promote generalization
d. strategies to promote self-generalization
increase control and independence, make decisions, express preferences
d. strategies to promote self-generalization (pg.238)
what are the 3 components of ABA?
- antecedent (instruction or request for specific action)
- behavior (response from the child)
- consequence (trainer’s reaction )
(pg. 239)
what are the 3 important areas noted in augmentative and alternative communication
- behavior and emotional regulation
- speech, expressive language, and social communication
- receptive language development and comprehension
(pg. 239)
engage in spontaneous, interactive, pleasurable activity with the child
floor time (pg.239)
- promotes natural interaction and carryover
- peer provide a model to imitate
- social interaction opportunities are increased
- incorporate items of interest to motivate social engagement
- responsive teaching in a play setting
peer and play mediation (pg.239)
a. floor time
b. peer and play mediation
c. PECS
engage in spontaneous, interactive, pleasurable activity with the child
floor time (pg.239)
a. floor time
b. peer and play mediation
c. PECS
- promotes natural interaction and carryover
- peer provide a model to imitate
- social interaction opportunities are increased
- incorporate items of interest to motivate social engagement
- responsive teaching in a play setting
peer and play mediation (pg.239)
a. floor time
b. peer and play mediation
c. PECS
- establish a function reciprocal picture communication system within a social context
- a picture of a desired item is exchanged with a communication partner
- a form of AAC that also incorporates ABA principles with focus teaching, motivation and reinforcement
PECS (pg.239)
a. social stories
b. theory of mind
c. mindblindness
- teach social skills through a story format
- specific to the child and problem situation
- story sequence describes relevant aspects of situation and appropriate social responses, both verbal and nonverbal
- introduce story repetitively until it becomes a routine social response
a. social story (pg. 239)
a. social stories
b. theory of mind
c. mindblindness
-teach the individual to understand mental states- how other think and feel
theory of mind (pg.239)
a. social stories
b. theory of mind
c. mindblindness
inability to understand perceptions and beliefs from another person’s perspective
mindblindness (pg.239)
